H. Shokrkon; H.R. Oreizi; M.A. Naeli; M. MehrabizadelEi Honarmand; I. Soltani
Abstract
The present paper reports the application of Flanagan Industrial Tests to predict the job performance of the technical personnel of Mobarekeh Steel Firm. Flanagan Industrial Tests have been prepared to be used in Iran, with satisfactory reliabitliy and validity by Shokrkon and Oreizi (1998). These tests ...
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The present paper reports the application of Flanagan Industrial Tests to predict the job performance of the technical personnel of Mobarekeh Steel Firm. Flanagan Industrial Tests have been prepared to be used in Iran, with satisfactory reliabitliy and validity by Shokrkon and Oreizi (1998). These tests have been designed to measure various aptitudes and abilities. The job performance of the technical personnel of Mobarekeh Steel Firm was assessed by their immediate supervisors, their co-workers, themselves and the organization. First, the tests were completed and returned by 159 technical employees. Then, data were collected about the employees’ performance. The obtained simple and multiple correlation coefficients indicate that the Flanagan Industrial Tests predict and are related to the different assessments of job performance. These relationships are higher when job performance is, assessed by employees themselve, their co-worker and the organization. It is suggested that self and co-worker assessments of job performance are employed in addition to the supervisor assessment.
M. Hormozi nezhad; M. Shehni Yeylagh; B. Najarian
Abstract
This paper investigates the relationship between self-esteem, social anxiety, perfectionism and assertiveness in students of Shahied Chamran University in Ahvaz, Iran. In this study 320 students (160 females and 160 males) were randomly selected. Subjects completed the Assertiveness Self-Report Inventory ...
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This paper investigates the relationship between self-esteem, social anxiety, perfectionism and assertiveness in students of Shahied Chamran University in Ahvaz, Iran. In this study 320 students (160 females and 160 males) were randomly selected. Subjects completed the Assertiveness Self-Report Inventory (ASRI), Eysenck Self-Esteem Test, Social Anxiety Scale (SAS), and Ahvaz Perfectionism Scale (APS). The results showed that (for all the male and female students) the correlation between self-esteem and assertiveness was positive; while the correlation of social anxiety with assertiveness was negative and (for all the male and female students) perfectionism and assertiveness had a negative correlation. In female subjects, a significant correlation coefficient was not observed between perfectionism and assertiveness. The results of regression analysis indicated that the addition of social anxiety to self-esteem significantly increases the relationship with assertiveness (for all students). In male subjects, social anxiety was a good predictor of assertiveness, but in females self-esteem was the best predictor.
N. Noun; H. Moulavi; H. Shokrkon
Abstract
Considering the effect of attitudes on behavior, the present research was conducted to examine the relationship between Esfahan industrial managers’ attitudes toward behavioral sciences and their college majors, length of employment, and extent of their familiarity with the behavioral sciences ...
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Considering the effect of attitudes on behavior, the present research was conducted to examine the relationship between Esfahan industrial managers’ attitudes toward behavioral sciences and their college majors, length of employment, and extent of their familiarity with the behavioral sciences during the years of 1998-2000. A literature review indicated a paucity of research in this area. Three questionnaires with satisfactory reliability and validity were made and used in this study. The research population consisted of the managers of all industrial organizations having at least 100 personnel. 124 managers were selected randomly as the sample who completed and returned the questionnaires. The results indicated that managers majoring in management had a more positive attitude toward behavioral sciences than the managers majoring in engineering or the managers without a college degree. Managers with different lengths of employment were not different in their attitudes toward the behavioral sciences. However, managers having more familiarity with the behavioral sciences had a more positive attitudes toward these sciences.
H. Sepasi
Abstract
This study was conducted to find out how fifth grade elementary school teachers’ knowledge and understanding correspond with theoretical principles. In addition, the difficulties they think exist in teaching math to their students as well as the students weaknesses in learning basic skills to solve ...
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This study was conducted to find out how fifth grade elementary school teachers’ knowledge and understanding correspond with theoretical principles. In addition, the difficulties they think exist in teaching math to their students as well as the students weaknesses in learning basic skills to solve math problems were also investigated. 731 fifth grade elementary schools teachers, were selected as subjects in this study, 389 men and 372 women. To survey their attitudes, a preliminary questionnaire conainting five factors was constructed and its validity was ascertained. As a result of a factor analysis, the five factors were reduced to four. This was the final instrument to be used to test the hyphotheses of this study. The results showed that teachers’ attitudes toward the factors were in accordance with theoretical bases found in the literature. Moreover, a significant difference was found between men and women regarding the difficulties they face in teaching math to their students. Women showed better attitudes toward this factor than men. But, there was no significant difference -bctween men and women regarding the use of teaching strategies and students math skills. Both groups believed that in order to be able to teach math effectively, the student must first show mastery of basic skills. The results also indicated that in order to improve the students weaknesses to learn math, the current teaching strategies must be reexamined. Teachers believed that the textbook in terms of its volume is reasonable, but the variety of subjects they must teach are too numerous.
M. Bahrani
Abstract
This study was conducted to promote information concerning book- reading, and leisure time (i.e. non-academic) reading habits in the target population. The statistical population of this investigation embraced high school students studying in Grades 1-3 (9 th- 11th years) of Fars Province. The sample, ...
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This study was conducted to promote information concerning book- reading, and leisure time (i.e. non-academic) reading habits in the target population. The statistical population of this investigation embraced high school students studying in Grades 1-3 (9 th- 11th years) of Fars Province. The sample, comprising 3585 sudjects, drew students from the center of the Province (Shiraz) and five other cities selected randomly.
The results show that: a major part, i.e. 36.2% of the whole student leisure time is wasted; 22.8% of it is spent on academic studies; 17.6% is devoted to TV watching; and only 1.1% of leisure time is alloted to free (i.e. extracurricular) reading. This means the daily time spent on free reading by individual students is minutes. Girls devote more time to both academic and non-academic reading than boys. Regression analysis indicates that, disregarding gender effect, speed of reading, membership of public libraries, student’s family members’ study habits, exposure to stoiy telling in childhood years, student’s OPA, and father occuption constitute the most significant predictors of the students’ free time reading habits.
H. Shokrkon; J. Haghighi; M. A. Pooladi
Abstract
This study was carried out to identify the major factors of acadmic uropout of high school male students in the city of Ahvaz, Iran. The sample consisted of 400 male students who were selected randomly from grades I to 4 of the three majors of mathematics, sciences, and humanities. The factors of academic ...
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This study was carried out to identify the major factors of acadmic uropout of high school male students in the city of Ahvaz, Iran. The sample consisted of 400 male students who were selected randomly from grades I to 4 of the three majors of mathematics, sciences, and humanities. The factors of academic dropout were identified by the statistical method of factor analysis. The hypotheses tested in this study claimed that the dropout factors have simple and multiple correlations with the number of permanent and temporary academic failures of the subjects. Two measures were used to collect the required data: a questionnaire containing 97 items concerning the academic dropout, and a measure to determine the number of students’ temporary and permanent academic failures at different grade levels. The factor analysis provided the following 10 factors: 1. curriculum problems, 2. family- health problems, 3. environmental- school problems, 4. social- behavioral problems, 5. growth problems, 6. examination problems, 7. textbook problems, 8. educational problems, 9. general problems, and 10. family conflicts. The results revealed that the four factors of carriculum, examination, textbooks, and educational problems had significant simple correlations with the number of students’ permanent failures. On the other hand, the stepwise multiple regression showed that only factor 6, i.e., examination problems, had an orthogonal relationship with the number of students’ permanent failures. The five factors of family- health, environmental school, educational, general problems, and family conflicts had significant simple correlations with the number of students’ temporory failures, while, the four factors of family- health, general, educational, and environmental- school problems had a multiple correlation with the number of students’ tempovary failures.
